Unit 7 Lesson 3 Thinking Skills and Reading Strategies 教学设计（表格式） 仁爱科普版（2024）七年级下册
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| 名称 | Unit 7 Lesson 3 Thinking Skills and Reading Strategies 教学设计（表格式） 仁爱科普版（2024）七年级下册 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2025-02-08 14:09:24 | ||
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Unit 7 Being a Smart Shopper
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：Thinking Skills为思维技能学习，内容为分析人物性格特征，即通过语篇中人物的行为、情感和想法分析人物性格特征，培养批判性思维能力。首先呈现思维技能的定义和说明。其次，学生借助图片、文本和人物性格特征图表初步掌握如何分析人物性格特征，然后，学生根据文本填写人物性格特征图表，巩固和内化所学知识，最后，学生延伸到日常购物场景，谈论购物前期和购物过程中常做的事，并解释原因。本部分共有3个活动。
Reading Strategies部分学习的阅读策略是通过标题预测文本大意，引导学生阅读文本标题预测文本的主要内容。首先，学生通过呈现阅读策略的定义及标题预测的方法，初步学习理解如何进行标题预测；然后，学生通过阅读文本来检测自己的预测是否正确，开展应用实践活动；最后在此基础上，学生通过阅读有关理性消费的文本进行练习，巩固阅读策略。本部分共有3个活动。
II. Teaching aims
1. 通过语篇中人物的行为、情感和想法分析人物性格特征，培养学生归纳与推断思维能力；
2. 绘制人物性格特征图表，概括人物的购物行为和想法以及性格特征；
3. 运用“标题预测”阅读策略获取文本主旨大意；
4. 谈论自己购物前期和购物过程中常做的事，并解释原因。
III. Teaching procedures
课时教学内容概述
本课时为思维技能和阅读策略的学习。 Thinking Skills部分是“人物性格特征分析”思维技能的学习。Activity 1为学习理解活动。通过呈现图片、文本、人物性格特征图表，帮助学生学习概括人物的行为和想法，并了解如何通过人物的行为、情感和想法分析人物性格特征，初步掌握思维技能。Activity 2为应用实践活动。学生阅读文本完成人物性格特征图表，巩固和内化Activity 1中所学技能。Activity 3为迁移创新活动，延伸到日常购物场景，学生两人一组，谈论购物前期和购物过程中常做的事，并解释原因，帮助学生掌握所学思维技能。 Reading Strategies部分是“标题预测”阅读策略的学习，通过标题预测文本主旨大意。Activity 1和Activity 2为显性教学活动。Activity 1学生通过呈现标题和文本的主旨大意，帮助学生初步感知此阅读策略。Activity 2学生通过阅读文本和填写表格检验Activity 1中的预测是否准确。Activity 3为话题迁移创新活动。学生运用该阅读策略获取新语篇的主旨大意，并阅读文本检验预测，巩固该阅读策略。
教学流程图
教学步骤 学习活动 效果评价
Step 1 Lead-in Observe the picture in Activity 1 and answer the questions: ·What are they doing ·What does Li Xiang want to do 2. Predict the main idea. 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：通过引导学生观察图片，学会通过图片获取关键信息，预测文本主旨大意，为接下来的学习做好铺垫。
Step 2 Reading& Learning Read the text and check the prediction. Pay attention to the character trait chart and learn about what Li Xiang does and what he is like. Read the text in Activity 2, analyze the character traits and complete the character trait chart. Then check the answer. Retell the text based on the drawn character trait chart. 根据学生完成人物性格特征图表的情况，判断其对人物性格特征分析这一思维技能的掌握情况。
设计意图：引导学生用人物性格特征分析这一技能从人物的所做所想中提炼人物性格特征，为进一步在现实生活情境中运用所学做好铺垫。
Step 3 Pair work Pair work: Talk about what students usually do before and during shopping, and explain the reasons. 2. Some students share in class. 观察学生谈论自己购物经历的表现，根据需要给予必要指导和反馈。
设计意图：引导学生结合自身实际情况，谈论自己购物经历的表现，感知自己和他人的购物行为和性格特征，学以致用。
Step 4 Reading strategies Read the title in Activity 1 and predict the main idea, and then circle the answer. Scan the text in Activity 2 and check the prediction. Read the title in Activity 3 and make a prediction about the text. Read the text and check the prediction. Work in pairs. Talk about how to be a smart shopper. Some students share the conversations in class. 观察学生在读标题预测主旨的表现，判断学生对该阅读策略的掌握情况，必要时给予指导。 观察学生的对话展示是否全面具体，使用语言是否正确，评价学生运用所学知识有意义地思考、建构、交流和表达的能力。
设计意图：通过预览标题进行文本主旨大意预测的学习，帮助学生熟知预测文本大意时应关注的要点，培养学生获取关键信息的能力，提高阅读能力。
IV. Blackboard design
Unit 7 Being a Smart Shopper Lesson 3 Thinking Skills and Reading Strategies Thinking Skills: Analyzing character traits We can learn character traits from the character’s actions, feelings and thoughts. Reading Strategies: Predicting from the title You can read the title of the text first, and then predict what the text is about.
V. Teaching materials
Thinking Skills: Analyzing character traits (分析人物性格)
How to analyze character traits
Character Analysis
Example Character Trait
He takes care of children all day. nice
Even though he is tired he stays with his children. responsible
She jumps in the river to save a boy. brave
Exercise 1 Read the description of each character and choose the best answers.
1. Sam always made sure to finish his housework. He did his homework when he got home,
and studied hard for all his tests. So Sam is ________.
A. hard-working B. lazy C. funny
2 Isabel was a great listener and she was always there for her friends. Her sister always come to her with her problems because she knew Isabel would help her solve them. So Isabel is ________.
A. unkind B. exciting C. nice
Reading Strategies: Predicting from the title
Exercise 1: Read the title and guess what the text is about.
Title: How Do I Get to School
e.g. The text is about walking/taking the bus/ riding a bike.
2. Title: My Relaxing Ways After Work
e.g. The text is about playing basketball/listening to music/shopping.
Exercise 2: Select the most appropriate prediction for the given situation.
1. Cam was riding his bike. There was a small rock on the road, but he did not see it and rode his bike over it. So, ________.
A. Cam jumped happily. B. Cam fell from the bike.
2. Michael and Tony were playing baseball. Tony was standing outside Mrs. B's window. He
reached high to catch the ball. But Tony missed the ball and ________.
A. it broke Mrs. B's window. B. it flew into Tony's hand.
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：Thinking Skills为思维技能学习，内容为分析人物性格特征，即通过语篇中人物的行为、情感和想法分析人物性格特征，培养批判性思维能力。首先呈现思维技能的定义和说明。其次，学生借助图片、文本和人物性格特征图表初步掌握如何分析人物性格特征，然后，学生根据文本填写人物性格特征图表，巩固和内化所学知识，最后，学生延伸到日常购物场景，谈论购物前期和购物过程中常做的事，并解释原因。本部分共有3个活动。
Reading Strategies部分学习的阅读策略是通过标题预测文本大意，引导学生阅读文本标题预测文本的主要内容。首先，学生通过呈现阅读策略的定义及标题预测的方法，初步学习理解如何进行标题预测；然后，学生通过阅读文本来检测自己的预测是否正确，开展应用实践活动；最后在此基础上，学生通过阅读有关理性消费的文本进行练习，巩固阅读策略。本部分共有3个活动。
II. Teaching aims
1. 通过语篇中人物的行为、情感和想法分析人物性格特征，培养学生归纳与推断思维能力；
2. 绘制人物性格特征图表，概括人物的购物行为和想法以及性格特征；
3. 运用“标题预测”阅读策略获取文本主旨大意；
4. 谈论自己购物前期和购物过程中常做的事，并解释原因。
III. Teaching procedures
课时教学内容概述
本课时为思维技能和阅读策略的学习。 Thinking Skills部分是“人物性格特征分析”思维技能的学习。Activity 1为学习理解活动。通过呈现图片、文本、人物性格特征图表，帮助学生学习概括人物的行为和想法，并了解如何通过人物的行为、情感和想法分析人物性格特征，初步掌握思维技能。Activity 2为应用实践活动。学生阅读文本完成人物性格特征图表，巩固和内化Activity 1中所学技能。Activity 3为迁移创新活动，延伸到日常购物场景，学生两人一组，谈论购物前期和购物过程中常做的事，并解释原因，帮助学生掌握所学思维技能。 Reading Strategies部分是“标题预测”阅读策略的学习，通过标题预测文本主旨大意。Activity 1和Activity 2为显性教学活动。Activity 1学生通过呈现标题和文本的主旨大意，帮助学生初步感知此阅读策略。Activity 2学生通过阅读文本和填写表格检验Activity 1中的预测是否准确。Activity 3为话题迁移创新活动。学生运用该阅读策略获取新语篇的主旨大意，并阅读文本检验预测，巩固该阅读策略。
教学流程图
教学步骤 学习活动 效果评价
Step 1 Lead-in Observe the picture in Activity 1 and answer the questions: ·What are they doing ·What does Li Xiang want to do 2. Predict the main idea. 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：通过引导学生观察图片，学会通过图片获取关键信息，预测文本主旨大意，为接下来的学习做好铺垫。
Step 2 Reading& Learning Read the text and check the prediction. Pay attention to the character trait chart and learn about what Li Xiang does and what he is like. Read the text in Activity 2, analyze the character traits and complete the character trait chart. Then check the answer. Retell the text based on the drawn character trait chart. 根据学生完成人物性格特征图表的情况，判断其对人物性格特征分析这一思维技能的掌握情况。
设计意图：引导学生用人物性格特征分析这一技能从人物的所做所想中提炼人物性格特征，为进一步在现实生活情境中运用所学做好铺垫。
Step 3 Pair work Pair work: Talk about what students usually do before and during shopping, and explain the reasons. 2. Some students share in class. 观察学生谈论自己购物经历的表现，根据需要给予必要指导和反馈。
设计意图：引导学生结合自身实际情况，谈论自己购物经历的表现，感知自己和他人的购物行为和性格特征，学以致用。
Step 4 Reading strategies Read the title in Activity 1 and predict the main idea, and then circle the answer. Scan the text in Activity 2 and check the prediction. Read the title in Activity 3 and make a prediction about the text. Read the text and check the prediction. Work in pairs. Talk about how to be a smart shopper. Some students share the conversations in class. 观察学生在读标题预测主旨的表现，判断学生对该阅读策略的掌握情况，必要时给予指导。 观察学生的对话展示是否全面具体，使用语言是否正确，评价学生运用所学知识有意义地思考、建构、交流和表达的能力。
设计意图：通过预览标题进行文本主旨大意预测的学习，帮助学生熟知预测文本大意时应关注的要点，培养学生获取关键信息的能力，提高阅读能力。
IV. Blackboard design
Unit 7 Being a Smart Shopper Lesson 3 Thinking Skills and Reading Strategies Thinking Skills: Analyzing character traits We can learn character traits from the character’s actions, feelings and thoughts. Reading Strategies: Predicting from the title You can read the title of the text first, and then predict what the text is about.
V. Teaching materials
Thinking Skills: Analyzing character traits (分析人物性格)
How to analyze character traits
Character Analysis
Example Character Trait
He takes care of children all day. nice
Even though he is tired he stays with his children. responsible
She jumps in the river to save a boy. brave
Exercise 1 Read the description of each character and choose the best answers.
1. Sam always made sure to finish his housework. He did his homework when he got home,
and studied hard for all his tests. So Sam is ________.
A. hard-working B. lazy C. funny
2 Isabel was a great listener and she was always there for her friends. Her sister always come to her with her problems because she knew Isabel would help her solve them. So Isabel is ________.
A. unkind B. exciting C. nice
Reading Strategies: Predicting from the title
Exercise 1: Read the title and guess what the text is about.
Title: How Do I Get to School
e.g. The text is about walking/taking the bus/ riding a bike.
2. Title: My Relaxing Ways After Work
e.g. The text is about playing basketball/listening to music/shopping.
Exercise 2: Select the most appropriate prediction for the given situation.
1. Cam was riding his bike. There was a small rock on the road, but he did not see it and rode his bike over it. So, ________.
A. Cam jumped happily. B. Cam fell from the bike.
2. Michael and Tony were playing baseball. Tony was standing outside Mrs. B's window. He
reached high to catch the ball. But Tony missed the ball and ________.
A. it broke Mrs. B's window. B. it flew into Tony's hand.
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